Presentation for the XVI International Conference on Learning, University of Barcelona.

1. From simulations
to (3D) virtuality:
mirroring tasks
for language learning
Joan-Tomàs Pujolà
Cristina Palomeque
Miquel Llobera

2. contents
• features of (3D) MUVEs - senses
• grassroots of MUVEs for language learning
• MUVEs potential 4 language learning
• typology of MUVE tasks
• conclusion

3. MUVEs as VLEs
multimodal communication
immersive experience
social dimension
Languagelab.com
interaction: environment, objects, avatars

4. sense of presence
embodiment
identity
Casa del Español

5. sense of authenticity
“real” tasks
Plaza Real, BCN
“real” environment
Languagelab.com

6. sense of immersiveness
Media Learning, Denmark
3D
sense of presence +
Goethe-Institut authenticity

7. sense of creativity
user control
active role
Barceloneta, BCN - Second Life

8. sense of gaming
engagement / flow
affective element Languagelab.com

9. MUVE timeline
s) orlds
tio n a lw
mu
la irtu
(si moos 3D
v
70s 80s 90s 2000s 10s
sc Ac Se
hM ti v co
OO eW nd
ze or l Li f
Un ds e(
ive ( 19 20
rs i 97 03
ty ) )
( 19
94
)
language learning

10. simulations in the FL class
situational
cognitive challenge
not a role-play
PBL / CLIL / learning by doing
different type of assessment

11. simulation structure

12. moos
text-based
chat
distance education
adventure games
conferencing system

13. muves and gaming
encourage experimenting
are fun
can develop
critical
thinking
Languagelab.com
reduce
offer a new way of exploring
tensions
language and reality

14. MUVE methodology?
What kind of language tasks are being
used in MUVEs?
Languagelab.com Ling’s Chinese City

15. exploratory study
Private teachers
Private schools
Public organisations
Languages:
English / Spanish / Italian / Chinese

16. types of MUVE tasks
direct-transfer activities
activities with MUVE make-up
integrated MUVE tasks

17. direct-transfer activities
reproduces the real
world exactly, even
with its shortcomings
Casa del Español
doesn’t take the
environment into
account, no or little
adaptation of learning
materials Babel

18. direct-transfer activities
• other examples:
– objects in MUVEs which direct you to
web pages (e.g. crossword)
– fill-in-the gap exercises with
notecards
– dictations done in notecards

19. activities with MUVE make-up
Languagelab.com
dramatic
engaging
Languagelab.com
take into account environment

20. activities with MUVE make-up
• Bow and arrow activities
• Pic Tak Toe
• Conversation in a tea cup
Languagelab.com

21. integrated MUVE tasks
• critical thinking,
collaborative work,
meaningful
• gaming element
• challenging
• self-access
• interaction with the
environment and other
avatars
• takes all the ‘senses’
into consideration British Council Isle

22. integrated MUVE tasks
• Treasure hunts
• Role plays
• Social events: parties, quiz shows
• Building tasks
Languagelab.com

23. conclusion
• communicative RL teaching-learning tasks
• use full MUVE potential
• “beta versions” - continuous experimenting
• be imaginative - create new activities
• task demand - maximize st. language
learning time

24. contact
Joan-Tomàs Pujolà
jtpujola@ub.edu
Cristina Palomeque
cristina.palomeque@gmail.com